Check Yo’self: Culturally Responsive Behavioral Practices for Black Students with Emotional and Behavioral Disorders

• In Event: Critical Intersections: Reimagining Race, Disability, Behavior, and Neurodiversity

Abstract

Black students identified with or at risk for emotional and behavioral disorders (EBD) face persistent disparities in school discipline, which hinder their academic and lifelong success. Therefore, schools must adopt culturally responsive behavioral approaches to mitigate inequities in special education. This systematic literature review examines the body of research exploring the use of culturally responsive behavioral practices to support the needs of Black students identified with or at risk for EBD. Preliminary findings revealed that culturally responsive behavioral practices are characterised by a need for culturally affirming and evidence-based practices. Additionally, culturally responsive behavioral practices have been found to reduce externalizing behaviors and increase the socioemotional competence of Black students identified with or at risk for EBD.

Authors

• Sharde Theodore, Florida International University

• Ayodele Patience Aborishade, University of Nevada - Las Vegas

• Monica Brown, University of Nevada - Las Vegas